Dependence of success in foreign language acquisition at primary school age on reaction type and cognitive control

Abstract

Background. This article reveals the importance of studying the problem of success in foreign language acquisition during the first stage of study in the modern educational environment. Particular attention is paid to factors of successful foreign language acquisition during the primary-school ages, which depends on cognitive style features, such as reaction type and cognitive control. The content and characteristics of cognitive styles as individual styles of foreign language acquisition are analyzed in the context of a leading activity of primary school students. Objective. A hypothesis of this research was that success in foreign language acquisition depends on reaction type and cognitive control, particularly the extent of the cognitive styles of impulsivity, reflexivity, rigidity and flexibility in primary-school students. Design. To implement the proposed empirical tasks, the author organized and conducted research using a combination of methods intended to study the correlation between success in foreign language acquisition by primary-school students and reaction type as well as the features of cognitive control. A total of 74 elementary-school pupils aged 8-11 years were studied. A direct connection between success in foreign language acquisition and the indicators of the cognitive style "impulsivity - reflexivity" was identified using mathematical statistics methods. Results. This study found no statistically significant correlation between success in foreign language acquisition and the indicators of the cognitive style "rigidity - flexibility". Therefore, the results confirm that success in foreign language acquisition at primary- school ages is determined more by reaction type (impulsive or reflexive) than by the features of cognitive control (rigidity or flexibility). Conclusion: The practical significance of the study is that the obtained results can be used in the work of teachers and psychologists to improve the educational process in primary school and to promote the effective study of foreign language by students.